Articulation IEP goals for high school (grades 9 to 12)
22 of the articulation templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
22 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Articulation Speech & Language
Produce the target sound correctly in phrases and sentences
Target sound in phrases and sentences
By the annual IEP review date, given 10 target words containing To choose for the student: the target sound (such as /r/), each used in a phrase or a student-generated sentence, the student will produce the target sound correctly in phrases and sentences independently with at least 80% accuracy on target-sound occurrences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce the target sound correctly while reading aloud or retelling
Target sound in structured reading and retell
By the annual IEP review date, while reading aloud a short passage at their independent reading level that contains at least 20 occurrences of To choose for the student: the target sound (such as /r/), the student will produce the target sound correctly while reading aloud or retelling independently with at least 85% accuracy on target-sound occurrences, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Produce the target sound correctly in conversation
Target sound in conversation
By the annual IEP review date, during a 3-minute conversational speech sample with the SLP, the student will produce To choose for the student: the target sound (such as /r/) correctly in conversational speech independently with at least 80% accuracy on target-sound occurrences, across 3 consecutive weekly conversation probes, as measured by opportunity-by-opportunity data collected weekly.
Notice and self-correct target-sound errors
Self-monitoring and self-correction
By the annual IEP review date, when they produce the target sound in error during structured sentence or reading tasks, the student will self-correct the error by repeating the word with the target sound produced correctly independently in at least 7 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce consonant blends correctly in sentences and reading aloud
Blends in sentences and reading
By the annual IEP review date, given 10 words containing the target sound in a blend, each used in a student-generated sentence, the student will produce the target blends correctly in each sentence independently with at least 85% accuracy on target-blend occurrences, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Produce the target sound in multisyllabic words
Multisyllabic words
By the annual IEP review date, given 20 words of three or more syllables containing To choose for the student: the target sound (such as /r/), drawn from classroom vocabulary, the student will produce the target sound correctly in each multisyllabic word independently with at least 85% accuracy on target-sound productions in multisyllabic words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
High school articulation goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do articulation goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.